Inclusive pedagogies for transgender and gender diverse children: parents’ perspectives on the limits of discourses of bullying and risk in schools

Abstract

ABSTRACT This paper reports on an Australian national investigation of parents of school-aged children attending government schools. The research objective was to ascertain what parents thought in relation to gender and sexuality diversity-related content inclusions in the curriculum, and how a subset of these parents who had a gender and sexuality diverse (GSD) child, experience the public education system for/with their child. Here, we particularly focus on the voices of parents with a transgender or gender-diverse (TGD) child. We examine how these young people are positioned in discourses of risk and safety and how discrimination is depoliticised through bullying discourse. We note how bullying is framed as individualised, leaving broader cisnormative discourses unquestioned. A pedagogy of containment places the burden of gender identity, relationship management and education on the TGD student and family, highlighting a need for more professional development of school personnel.